SITUATIONAL PREVENTION OF ACADEMIC DISHONESTY: THE ROLE OF TEACHER TRAINING, MOTIVATION, AND INNOVATIVE EVALUATION APPROACHES
DOI:
https://doi.org/10.47390/SPR1342V4SI6Y2024N03Keywords:
academic dishonesty, situational prevention, plagiarism, cheating, teacher training, academic integrity.Abstract
The article explores methods of situational prevention of academic dishonesty and their impact on reducing the levels of cheating and plagiarism among students. The study covers measures such as multi-stage assignments and changes in exam formats, and it also evaluates the effectiveness of training programs for educators in detecting academic violations. The results show that situational prevention significantly reduces the frequency of academic misconduct, while trained educators demonstrate greater confidence in identifying cases of cheating and plagiarism. The study also highlights the importance of considering motivational and social factors, such as stress and peer pressure, in academic dishonesty prevention programs. The conclusion emphasizes the need for further implementation of situational prevention strategies and systematic teacher training to promote sustainable academic integrity in educational institutions.
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